Teacher-Student Interaction Models: Effective Strategies for Increasing Student Participation and Motivation
DOI:
https://doi.org/10.21009/jtp.v26i3.50372Keywords:
Teacher-student interaction, student participation, motivation, Instructional strategiesAbstract
Effective teacher-student interactions are pivotal in fostering an engaging and motivating learning environment. Despite recognizing their importance, educators often seek evidence-based strategies to enhance student participation and motivation consistently. This study identifies and evaluates various teacher-student interaction models to determine their effectiveness in increasing student participation and motivation within diverse educational settings. Employing a quantitative methods approach, the research involved 150 teachers and 1,200 students across multiple secondary schools in East Jakarta Indonesia. Quantitative data were collected through structured surveys measuring student engagement and motivation levels, while qualitative insights were garnered from semi-structured interviews and classroom observations. Statistical analyses, including ANOVA and regression models, were utilized to assess the impact of different interaction strategies. Thematic analysis was conducted on qualitative data to identify recurring patterns and contextual factors influencing outcomes. The findings indicate that interaction models emphasizing collaborative learning and personalized feedback significantly enhance student participation and motivation. Specifically, strategies such as the Socratic Method and Flipped Classroom demonstrated a 25% and 30% increase in student engagement metrics, respectively. Additionally, the integration of technology-mediated interactions was found to foster higher levels of student motivation compared to traditional instructional methods. Qualitative data revealed that teachers' interactive and student-centered approaches made students feel more valued and empowered.
References
Abla, C., & Fraumeni, B. R. (2019). Student Engagement: Evidence-Based Strategies to Boost Academic and Social-Emotional Results. McREL International, 1–16.
Badger, K., Morrice, R., Buckeldee, O., Cotton, N., Hunukumbure, D., Mitchell, O., Mustafa, A., Oluwole, E., Pahuja, J., Davies, D., Morrell, M. J., Smith, S., & Leedham-Green, K. (2022). “More than just a medical student”: a mixed methods exploration of a structured volunteering programme for undergraduate medical students. BMC Medical Education, 22(1). https://doi.org/10.1186/s12909-021-03037-4
Chan, Y. K., Oh, J. E., & Ma, H. (2023). Using open educational resources in studio-based flipped classrooms: action research in video production learning. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00275-5
Chiu, T. K. F. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(S1), S14–S30. https://doi.org/10.1080/15391523.2021.1891998
Dahlqvist, C. (2023). Cognitive and motivational qualities of task instruction: Cognitive appraisals and achievement emotions of Swedish primary teacher students. Journal of Academic Librarianship, 49(6). https://doi.org/10.1016/j.acalib.2023.102797
Febrianto, D. S., & Aeni, K. (2024). The Effectiveness of Problem-Based Learning Model Assisted by Augmented Reality Media on The Motivation and Learning Outcomes. 26(2), 584–593. https://doi.org/10.21009/JTP2001.6
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence (Vol. 74, Issue 1).
Huang, H., & Hwang, G. J. (2019). Facilitating inpatients’ family members to learn: A learning engagement-promoting model to develop interactive e-book systems for patient education. Educational Technology and Society, 22(3), 74–87.
Jian, Q. (2019). Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. Electronic Library, 37(5), 842–859. https://doi.org/10.1108/EL-02-2019-0024
Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707–734. https://doi.org/10.1007/s11423-015-9422-5
Manninen, M., Dishman, R., Hwang, Y., Magrum, E., Deng, Y., & Yli-Piipari, S. (2022). Self-determination theory based instructional interventions and motivational regulations in organized physical activity: A systematic review and multivariate meta-analysis. In Psychology of Sport and Exercise (Vol. 62). Elsevier Ltd. https://doi.org/10.1016/j.psychsport.2022.102248
Martinek, D. (2019). The consequences of job-related pressure for self-determined teaching. Social Psychology of Education, 22(1), 133–148. https://doi.org/10.1007/s11218-018-9446-x
Maulida, E., Doriza, S., Supena, A., Al-hudri, N. H., & Firliyanti, D. (2022). The Intrinsic Motivation Students on Case Project- Based Online Learning. ICSST : Universitas Negeri Jakarta, 1(1), 1–5. https://doi.org/10.4108/eai.25-11-2021.2318849
Montoya, A., Simonton, K., & Gaudreault, K. L. (2020). Enhance Student Motivation and Social Skills: Adopting the Sport Education and Cooperative Learning Models. Journal of Physical Education, Recreation and Dance, 91(8), 15–20. https://doi.org/10.1080/07303084.2020.1798307
Niki, M. (2024). Does the reduction in instruction time affect student achievement and motivation? Evidence from Japan. Japan and the World Economy, 70. https://doi.org/10.1016/j.japwor.2024.101254
Oo, T. Z., Kadyirov, T., Kadyjrova, L., & Józsa, K. (2024). Design-based learning in higher education: Its effects on students’ motivation, creativity and design skills. Thinking Skills and Creativity, 53. https://doi.org/10.1016/j.tsc.2024.101621
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Education Psychology, 82(1), 33.
Qiang, J. (2018). Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2213–2220. https://doi.org/10.29333/ejmste/86130
Rahim, R. E. A., Mokhtar, S., & Din, N. M. (2024). Instructional Strategies for E-Training Module: A Self-Determination Theory Perspective. Procedia Computer Science, 234, 1746–1752. https://doi.org/10.1016/j.procs.2024.03.181
Rahimi, M. (2024). Effects of integrating motivational instructional strategies into a process-genre writing instructional approach on students’ engagement and argumentative writing. System, 121. https://doi.org/10.1016/j.system.2024.103261
Rakimzhanova, S. K., & Rakymzhanov, B. K. (2019). Comparative analysis of the role of religious traditions in the moral self-determination of believers of the abrahamic religions using the example of islam and orthodox christianity. European Journal of Science and Theology, 15(2), 19–30. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85064128595&partnerID=40&md5=ba08d30190bc0d0571ead417b91b502b
Rao, P. S. (2019). Collaborative learning in english language classrooms. ACADEMICIA: An International Multidisciplinary Research Journal, 9(2), 1–20. https://doi.org/10.5958/2249-7137.2019.00020.x
Rinto Alexandro. (2021). Teacher’s Strategy in Managing Classes in Online Economics Learning to Increase Motivation and Achievement in Economics Learning for Class XI Social Sciences. JTP - Jurnal Teknologi Pendidikan, 23(3), 235–247. https://doi.org/10.21009/jtp.v23i3.23262
Sari, P. K., Wibawa, B., & Ibrahim, N. (2020). Exploring Gamification Component Framework to Enhance Motivation in Higher Education: Literature Review. Journal of Computational and Theoretical Nanoscience, 17(2/3), 996–1003. https://doi.org/https://doi.org/10.1166/jctn.2020.8756
Savanur, N., Kulkarni, P., Mohanachandran, P., & Kuppasagoudra, D. (2021). Flipped classroom-Role of Technical Assemblage. In Journal of Engineering Education Transformations (Vol. 34).
Soraya, D. U., Smaragdina, A. A., Nidhom, A. M., Putra, A. B. N. R., & Ningrum, G. D. K. (2019). Developing Gamified Learning Models for Vocational Schools to Enhance Programming Skills and Motivation. https://doi.org/10.2991/icovet-18.2019.66
Spiteri, J. (2023). Intergenerational Learning: Environmental Literacy in the Family and Beyond. Educating for Sustainability in a Small Island Nation, 11, 191–207. https://doi.org/10.1007/978-3-031-23182-7_10
Sun, J. C., & Hsieh, P. (2018). Application of a Gamified Interactive Response System to Enhance the Intrinsic and Extrinsic Motivation , Student Engagement , and Attention of English Learners. Educational Technology & Society, 21(3), 104–116. https://www.j-ets.net/collection/published-issues/21_3
Torbergsen, H., Utvær, B. K., & Haugan, G. (2023). Nursing students’ perceived autonomy-support by teachers affects their intrinsic motivation, study effort, and perceived learning outcomes. Learning and Motivation, 81, 1–11. https://doi.org/10.1016/j.lmot.2022.101856
Villalba, M. T., Castilla, G., & Redondo, S. (2018). Factors With Influence on the Adoption of the Flipped Classroom Model in Technical and Vocational Education. Journal of Information Technology Education Research, 17, 441–469. https://doi.org/10.28945/4121
Vygotsky, L. S., Cole, M., John-Steiner, V., Scribner, S., Souberman, E., & Wertsch, J. V. (1979). The Development of Higher Psychological Processes. In The American Journal of Psychology (Vol. 92, Issue 1). https://doi.org/10.2307/1421493
Walker, A. C., Hathcoat, J. D., Munoz, R. T., Ferguson, C. E., & Dean, T. G. (2021). Self-Determination Theory and Perceptions of Spiritual Growth. Christian Higher Education, 20(4), 240–256. https://doi.org/10.1080/15363759.2020.1806142
Walsh, A. T., Carmel, D., Harper, D., & Grimshaw, G. M. (2018a). Motivation enhances control of positive and negative emotional distractions. Psychonomic Bulletin and Review, 25(4), 1556–1562. https://doi.org/10.3758/s13423-017-1414-5
Walsh, A. T., Carmel, D., Harper, D., & Grimshaw, G. M. (2018b). Motivation enhances control of positive and negative emotional distractions. Psychonomic Bulletin and Review, 25(4), 1556–1562. https://doi.org/10.3758/s13423-017-1414-5
Wannapiroon, N., & Petsangsri, S. (2020). Effects of Steamification Model in Flipped Classroom Learning Environment on Creative Thinking and Creative Innovation. TEM Journal, 9(4), 1647–1655. https://doi.org/10.18421/TEM94-42
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Dameria Sinaga
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Teknologi Pendidikan is an Open Access Journal. The authors who publish the manuscript in Jurnal Teknologi Pendidikan agree to the following terms.
Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
-
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
-
ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
- You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
- No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
